Can do’s: Basic user I - A1

RECEPTION ACTIVITIES | PRODUCTION ACTIVITIES | PRODUCTION STRATEGIES | INTERACTION ACTIVITIES | INTERACTION STRATEGIES | MEDIATION ACTIVITIES | PLURILINGUAL AND PLURICULTURAL COMPETENCE | COMMUNICATIVE LANGUAGE COMPETENCES
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RECEPTION ACTIVITIES

Spoken reception

Overall spoken reception

  • Can understand concrete information (e.g., places and times) on familiar topics encountered in everyday life, delivered in slow and carefully articulated speech when necessary
  • Can understand basic sentences describing someone’s physical appearance, (e.g., eye/hair color, height), and familiar everyday items (e.g., color, size), especially when supported by pictures
  • Can understand some words and expressions when people are talking about themselves, family, school, hobbies or surroundings
  • Can recognize words and simple phrases related to familiar topics with or without the support of pictures
  • Can understand simple language related to naming and describing people’s clothes
  • Can understand basic information about someone’s immediate family with or without the support of pictures or gestures
  • Can identify people in their immediate surroundings or in pictures from a short, simple description of their physical appearance and clothes
  • Can understand words and short sentences when listening to a simple conversation (e.g., between a customer and a waiter in a cafe), when people talk slowly and clearly
  • Can identify the day and date in short, simple dialogues, if spoken slowly and clearly and supported by pictures or gestures
  • Can identify the names of people or places in short, simple dialogues, if spoken slowly and clearly
  • Can understand teacher talk and classroom discussions
  • Can understand teacher feedback expressed in simple language
  • Can understand basic questions about objects present in their immediate surroundings or in pictures (e.g., ‘What’s this?’)
  • Can identify the day, date and time (e.g., 8:00, this afternoon) in short, simple dialogues, spoken slowly and clearly, with or without the support of pictures or gestures
  • Can understand basic phrases about the weather, spoken slowly and clearly
  • Can understand short, simple questions related to basic personal information
  • Can follow a short, familiar story, with or without the support of pictures, gestures and repetition when delivered slowly and clearly
  • Can recognize familiar words and basic phrases in short, illustrated stories, read out slowly and clearly
  • Can recognize familiar key words and phrases in short, basic descriptions (e.g., of objects, people or animals), spoken slowly and clearly
  • Can understand sentence types (e.g., questions) through word order rather than intonation alone
  • Can seek repetition and clarification to understand spoken language, and may ask other speakers for meanings of words to check or confirm their own understandings
  • Can understand basic descriptors (adjectives from Band I Cores I and II) about where things or people are, if spoken slowly and clearly and where necessary supported by pictures or gestures
  • Can identify the names of people or places in short, simple dialogues, if spoken slowly and clearly
  • Can follow a short, familiar story, with or without the support of pictures, gestures and repetition
  • Can understand and follow short and simple instructions/directions addressed carefully and slowly to him/her, including simple teacher instructions and explanations
  • Can understand when someone tells him/her where something is, provided the object is in the immediate environment
  • Can understand information (e.g., figures, prices and times) spoken slowly and clearly in a public announcement, (e.g., at a railway station or in a shop)
  • Can understand a simple instruction containing a qualifying condition (e.g., ‘If your birthday is in March, stand here.’)
  • Can pick out concrete information (e.g., places and times) from short audio recordings on familiar everyday topics, provided they are delivered slowly and clearly
  • Can recognize familiar words and phrases and identify the topics in headline news summaries and many of the products in advertisements, by exploiting visual information and activating general background knowledge

Written reception

Overall written reception

Can understand stories and short texts on a range of familiar topics (e.g., sports, music or travel) written in level-appropriate language (vocabulary and grammar), and supported by illustrations and pictures, rereading as required

  • Can understand short, simple messages in notes, social media or email (e.g., proposing what to do, when and where to meet)
  • Can find and understand simple, important information in advertisements, programs for special events, leaflets and brochures (e.g., what is proposed, costs, the date and place of the event, departure times, etc.), 
  • Can understand the information in a simple school timetable giving days and times of classes
  • Can form an idea of the content of simple informational material and short simple descriptions, especially if there is visual support
  • Can differentiate between main ideas and unimportant information in factual texts (new)
  • Can follow basic instructions for making something (e.g., a mask, a clock), if supported by pictures/illustrations
  • Can understand basic written instructions for classroom activities (e.g., ‘Read and match’)
  • Can follow short, simple written directions (e.g., to go from X to Y)
  • Can understand (illustrated) creative texts that are written in level-appropriate language (vocabulary and grammar)
    o Can understand simple stories and shorter texts with the help of pictures and drawings
    o Can recognize key words and basic phrases in short, simple cartoon stories
    o Can follow simple dialogues in short, illustrated stories
  • Can understand short, simple descriptions of familiar places written in level-appropriate language (vocabulary and grammar) and occasionally supported by illustrations
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PRODUCTION ACTIVITIES

Spoken production

Overall spoken production

Can provide factual personal information about him/herself using level-appropriate language (vocabulary and grammar)

  • Can describe him/herself, what he/she does and where he/she lives
  • Can describe simple aspects of his/her everyday life in a series of simple sentences, using level-appropriate language (vocabulary and grammar), especially if he/she can prepare in advance
  • Can answer a series of simple questions about family and friends, using basic phrases
  • Can talk about their immediate family members
  • Can express likes and dislikes in relation to familiar topics in a basic way
  • Can describe someone’s physical appearance in a basic way
  • Can say what the weather is like
  • Can draw simple conclusions about people in pictures (e.g., ‘he’s happy’), using a limited range of formulaic expressions
  • Can say what someone’s job is, using familiar common job names
  • Can give a simple description of an object or picture while showing it to others using basic words, phrases and formulaic expressions, especially when he/she can prepare in advance
  • Can describe the position of objects or people using pictures or gestures
  • Can read a very short, rehearsed statement – (e.g., to introduce the participants in a role play)
  • Can sing an age-appropriate, level-appropriate song or recite a rhyme from memory
  • Can say simple tongue-twisters and other types of playful language
  • Can take part in age-appropriate, level-appropriate games that use formulaic expressions or rhymes
  • Can re-tell parts of a story (with or without pictures) read by the teacher or from previous knowledge

Written production

Overall written production

Can write simple isolated phrases and sentences using level-appropriate language (vocabulary and grammar) and spelling that approximates accurate conventions based on a developmental continuum

Creative writing

  • Can write about themselves and fictitious people, where they live and what they do
  • Can describe certain everyday objects (e.g., the color of a car, whether it is big or small)
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PRODUCTION STRATEGIES

Compensating

  • Can use gesture instead of or to support simple words in expressing a need
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INTERACTION ACTIVITIES

Spoken interaction

Overall spoken interaction

Can engage in limited interactions (restricted in the number of turn-takings and scope) where communication may involve repetition, at a slower rate of speech and rephrasing

  • Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker
  • Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions
  • Can take part in a simple conversation of a basic factual nature on a predictable topic (e.g., his/her home country, family, school)
  • Can introduce people and use basic greetings and leave-taking expressions
  • Can ask how people are and react to personal news
  • Can exchange likes and dislikes for sports, foods, etc. when addressed clearly, slowly and directly
  • Can act on short, basic instructions that involve times, locations, numbers, etc.
  • Can ask people for things and give people things
  • Can ask people for basic products/services and give people basic products/services
  • Can ask for food and drink using basic expressions
  • Can ask for the price of basic products/services (new)
  • Can ask and answer simple questions in areas of immediate need or on very familiar topics
  • Can ask and answer questions about themselves and other people, where they live, people they know, things they have
  • Can reply in an interview to simple direct questions about personal details
  • Can state in simple language the nature of a problem to a health professional and answer simple questions such as ‘Does that hurt?’ though he/she may use gestures and body language to reinforce the message

Written interaction

Overall written interaction

Can ask for or pass on personal details in written form

Correspondence

  • Can write messages and online postings as a series of very short sentences about hobbies and likes/dislikes, using level-appropriate language (vocabulary and grammar)

Notes, messages and forms

  • Can leave a simple informative message giving, for example, where he/she has gone, what time he/she will be back
  • Can write his/her name, address, age, date of birth, nationality, numbers etc. where required (e.g.,, on a registration form)

Online interaction

Online conversation and discussion

  • Can post short reactions to simple online postings using formulaic expressions and combinations of simple words

Goal-oriented online transactions and collaboration

  • Can fill out sections of a very simple online purchase or application, providing basic personal information (e.g., name, e-mail address or telephone number)
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INTERACTION STRATEGIES

Asking for clarification

  • Can indicate with words, intonation, and gestures that he/she does not understand
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MEDIATION ACTIVITIES

Language A and Language B may be two different languages, two varieties of the same language, two registers of the same variety, or any combination of the above. The can-do statements can also refer to the same language and in that case “Language A” and “Language B” are irrelevant.

  • Language A = communication source
  • Language B = communication output

Mediating a text

Overall mediation

  • Can convey simple, predictable information of immediate interest given in short, simple signs and notices, posters and programs

Relaying specific information in speech

  • Can convey (in Language B), in speech, simple, predictable information of immediate interest given in short, signs and notices, posters and programs (written/spoken in Language A)

Relaying specific information in writing

  • Can list (in Language B) names, numbers, prices and very simple information of immediate interest (in Language A), especially if the speaker’s articulation is slow and clear, with some repetition

Processing text in speech

  • Can convey (in Language B) simple, predictable information given in short, very simple signs, notices and posters (written in Language A)

Expressing a personal response to creative texts (including literature)

  • Can use simple words, phrases and sentences to say how a work made him/her feel

Mediating concepts- Collaboration

Facilitating collaborative interaction with peers

  • Can invite peer contributions to very simple tasks using short, simple phrases
  • Can indicate that he/she understands and ask whether others understand

Collaborating to construct meaning

  • Can express an idea in simple language and ask what others think
חזרה לראש הדף

PLURILINGUAL AND PLURICULTURAL COMPETENCE

Building a pluricultural repertoire

  •  Can recognize different ways of numbering, telling the time, greetings and farewells, etc.

Building a plurilingual repertoire

  • Can mobilize his/her plurilingual repertoire to ask for help or clarification
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COMMUNICATIVE LANGUAGE COMPETENCES

Linguistic (Lexical Band I and Grammar Band I)

General linguistic range

  • Can exploit a very basic range of simple expressions related to personal details and needs of a concrete type
  • Can use some basic structures in sentences with some omission or reduction of elements

Vocabulary range and control

  • Can draw on his/her receptive and productive knowledge of vocabulary (Lexical Band I) when relating to particular concrete situations

Grammatical accuracy

  • Can use a few simple grammatical structures and sentence patterns (specified in Grammar Band I) to fulfill simple communicative needs

Phonological control

Sound articulation

  • Can correctly reproduce a range of sounds in simple, familiar words and phrases with appropriate stress

Prosodic features

  • Can articulate a limited repertoire of words and phrases using appropriate prosodic features (stress, rhythm, intonation) despite possible interference from other language(s) he/she speaks

Orthographic control

  • Can copy familiar words and common, frequent short phrases (e.g., simple signs, instructions, names of everyday objects and shops)
  • Can spell the lexical entries in Lexical Band I marked as productive with reasonable accuracy
  • Shows evolving control of periods, commas, question marks, apostrophes and capital letters

Sociolinguistic appropriateness

  • Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying ‘please’, ‘thank you’, ‘sorry’, etc.

Pragmatic

Coherence and cohesion

  • Can link words or groups of words with basic linear connectors (e.g., ‘and’, ‘then’) Propositional precision
  • Can communicate basic information about personal details and needs of a concrete type in a simple way

Spoken fluency

  • Can produce single words and lexical chunks while pausing to search for ways to articulate less familiar lexical items and/or to repair communication